Counting Money Lesson Plan
Description:
Students will learn to count money (dollars and cents)
Rationale: Counting money is a necessity in life. People need to buy everyday necessities for everyday life, as well as the extra curricular items they purchase for fun. Students need to learn how to count money in order to buy things. They need to know if they have enough money in their pocket to buy something they want or need. If they have too much money, they need to know they will get change back. Learning to count money is the first step.
Prior
Knowledge/Misconceptions:
The students
should know what each of the coins are and what they are worth, as well as what
$1, $5, $10 and $20 bills look like.
Students have most likely all bought something with money, such as a
drink at the convenience store.
However, they may have just given the cashier a lump of money and not known how
much they gave.
NJCCCS:
STANDARD 4.1.3 B Numerical Operations
5. Count and perform simple computations with money
·
Cents notation

Objectives/Assessment
:
Objectives 
Assessment 
Cognitive skills 

Students will be able to count money under $10.00 
This
objective will be assessed informally.
We will do an informal assessment by walking around the class
while the students are counting their assigned change and will note if
the students have counted correctly or incorrectly.

Hook
– The children will be handed a bag of money.
After they are all settled and have played with the money for a minute,
we will ask the following questions:
1.
I want you
to think hard…In your life, when do you use money?
2.
In your
life, why do you use money?
3.
How can you
make money?
4.
Why is it
important to know the value of each coin?
Activities:
After the hook, we are going to look at a transparency of coins.
We will ask the students to identify each coin.
The transparency shows the front and back of the coin, so we will point
out that it is important to know the identification of both the front and back
of coins. We will discuss each coin one
at a time and briefly talk about its value.
On the white board, we will transcribe the:
Name of the coin and its value.
Next, we are
going to hold up a toy car. On the
toy car, there will be a price tag of $6.17. At
this point, we will discuss 2 vocabulary words:
Decimal point and Dollar sign.
We will point out the decimal point and the dollar sign from the $6.17.
We will tell them that numbers to the left of the decimal point are
dollars and numbers to the right are cents.
What happens
when I take away the $ from $6.17?
What happens
when I move the decimal point from $6.17 to $617?
Next,
working together, we will count our money to see if we have enough money to buy
the car. We will make sure we tell
them that we start with the highest denomination first working our way down.
Together, we will count $6.17.
Start with
the $5.00
Then add the
$1.00
Then add 1
dime .10 cents
Then add 1
nickel .05 cents
Then add 2
pennies .02 cents
I will
circle the coins on the whiteboard that are being projected from the coin
transparency so they can see what coins we are using.
Next, we
will tell them that the car is now on sale.
It is now $5.63. I will ask
a student to come up to the board and circle the appropriate coins on the board
that will equal $0.63.
For the next
activity, we will ask the students to count out change.
We will modify this so the higher level students will have a more
challenging activity than the lower level students.
The higher level students will be asked to count $1.97 and the lower
level students to count $0.33. We
will hand each student a piece of paper with one of these values on it.
The lower level students will get $0.33 cents and the higher level will
get $1.97. We will ask the students
to put their counted change into the plastic bag.
When everyone is finished, we will ask the students to turn to their
neighbor and count up each other’s money to see if they counted correctly.
Robyn and Nick will then walk around to see if each student counted
their coins correctly.
Materials:
Fake coins
and dollars
White board
Coin
transparency
Worksheet
Index cards
Additional
Questions:
·
How did
people buy items if they don’t have money?
·
What kinds
of things do you think people barter to get what they needed?
(Students
will not know the meaning of barter so we will explain it to them.)
·
Do you think
people today still use the barter system?
Closure
As a closing activity, each student will get a bag of paper coins.
They will glue these coins into their math notebook and label each coin
with the name and value. They
will be able to use this page as a reference for future money lessons.
Individualization/Differentiation 
We will use
a number of methods and accommodations to teach this lesson.
Follow up
Activities:
For homework, the students will be
given a worksheet from their math workbook where they will need to write the
amount of money on each price tag using dollar signs and decimals.
Nick Luppino
ELEM 690
I.P. Lesson Rationale
Make connections across
the curriculum to motivate, build understanding and encourage the application to
real world issues (ACEI 2.8; NAEYC 4.4)
The rationale for teaching a
lesson about counting money is due to the fact that it is a necessary skill in
life. This skill is needed and is
very important to get through life.
Children need to understand how the monetary system works.
They need to know how much something costs so they know how much money
they need as well as how to figure how much change they will receive after
buying something. Learning how to
count money is the first step in this very important life skill.
Counting money also works with the math concept of understanding
decimals. It is crucial to
understand where a decimal point goes in a number and money is a very good
example of this concept.
This lesson
not only works as a math lesson for the counting functions of money but also as
a social studies lesson. The
children will learn that money is necessary to make it through life.
Money is also a driving force behind what they will do with their lives.
Money is an important consideration when getting a job.
The type of job you get will at least partially depend on the education
that you receive. The students will
learn the concept of money as well as how to count it and the concept
is less math related than social studies related.
Money is also looked at differently in different countries and different
cultures which can be further explained after this specific lesson is finished.
This lesson meets
standard 2 of the interview portfolio: make connections across the curriculum to
motivate, build understanding and encourage the application to real world
issues. This lesson is taught within
the math curriculum for counting money as well as encouraging the use of this
skill in real world application.
This lesson is part of the math curriculum but it is also a vital real world
skill that can only benefit the students.
The students were motivated to learn this skill through the use of fake
money as a manipulative for this lesson.
Most students at this age know what money is but don’t get to handle it
very often so using the fake money enabled the students to get an authentic feel
for how to use money in the real world.
Differentiate
instruction to meet individual needs of students (ACEI 3.2)
This lesson also meets standard 4 of the interview portfolio:
differentiate instruction to meet the individual needs of students.
Differentiated instruction was used throughout the lesson by having
visuals of the money on both an overhead projection and written on the board.
The instructions and explanations were also given verbally.
The students were not only taught how to count money by writing the
numbers but using fake money to actually count it out as well.
We had many students on very different levels for this lesson so for the
lower level students the amount of money that needed to be counted was smaller
and easier to achieve than that for the higher level students.
Students were also permitted to talk with a partner when practicing how
to count out change with the fake money.
The students were able get help from one another which really helped the
lower level students that worked with higher level students.
The students had numerous methods to learn this lesson including verbal,
visual, and handson instruction and practice.